Explore UCD

UCD Home >

EDUC42560

Academic Year 2024/2025

Subj Pedag: Mod Cont Lang II (EDUC42560)

Subject:
Education
College:
Social Sciences & Law
School:
Education
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Dr Eileen Bowman
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

NB. This is an Audit only module

Having developed the skills, attitudes, concepts and knowledge that are necessary for effective teaching and learning in modern languages in Year 1, participants will get the opportunity to build and extend their professional competence in Year 2. The principles and ideas explored in Year 1 apply to Year 2 and may be further explored as necessary. Workshops in Year 2 will have an iterative dimension depending on the needs of the group and will continue to have strong reflective engagement in terms of teachers’ practice and thinking specific to the modern languages classroom. All topics will be explored on a consultative and task-based approach through a combination of interactive presentations, collaborative and independent critical reading and, discussion of national and international research in the area as it underpins classroom practice.

About this Module

Learning Outcomes:

Participants will be able to:

• Consider how to incorporate the national policy priorities of literacy, numeracy, school self-evaluation and Junior Cycle reform into classroom practice
• Review and evaluate Junior Cycle and Senior Cycle syllabi in line with the Common European Framework of Reference for Languages (CEFR)
• Discuss the communicative approach to language teaching in comparison to other research including Content and Language Integrated Learning (CLIL)
• Incorporate methodologies to support Special Educational Needs (SEN) in the modern languages classroom
• Use 1:1 devices in ML to enhance teaching and learning
• Raise the profile of ML in the given school context and draw on relevant cross-curricular connections to further enhance teaching and learning

Student Effort Hours:
Student Effort Type Hours
Lectures

12
Specified Learning Activities

50
Autonomous Student Learning

40
Total

102

Approaches to Teaching and Learning:
Active/task-based learning; peer and group work; lectures; critical writing; reflective learning; debates and student presentations.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Two assessments: one in-class worth 20% and one at the end of the module worth 80%. Week 5, Week 12 Graded No

100

 No

Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Opportunities will be provided for self and peer-review strategies throughout the module and individual feedback will be provided post-assessment.

Black, Paul, and Dylan Wiliam. “Classroom Assessment and Pedagogy.” Assessment in Education: Principles, Policy & Practice 25, no. 6 (2018): 551–75. doi:10.1080/0969594X.2018.1441807

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1), 8-21

Ellis, R., Skehan, P., Li, S., Shintani, N., and Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge: Cambridge University Press.

Erlam, R., & Ellis, R. (2018). Task-based language teaching for beginner-level learners of L2 French: An exploratory study. Canadian Modern Language Review, 74(1), 1–26. https://doi.org/10.3138/cmlr.3831

Ellis, R. (2018). Towards a modular language curriculum for using tasks. Language Teaching Research. https://doi.org/10.1177/1362168818765315

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press

Jiménez Raya, M., Lamb, T. (2021). Differentiation in the Modern Languages Classroom. Berlin, Germany: Peter Lang Verlag. Retrieved May 3, 2024, from https://www.peterlang.com/document/1095631

Little, David, Dam, Leni and Legenhausen, Lienhard. Language Learner Autonomy: Theory, Practice and Research, Bristol, Blue Ridge Summit: Multilingual Matters, 2017. https://doi.org/10.21832/9781783098606

Novak, K., UDL Now!: A Teacher's Guide to Applying Universal Design for Learning, third edition. (2023, September). Internet Bookwatch, NA. https://link-gale-com.ucd.idm.oclc.org/apps/doc/A768703767/AONE?u=dublin&sid=summon&xid=0a131058

Pachler, N. (2007). Choices in language education: principles and policies. Cambridge Journal of Education, 37(1), 1–15. https://doi.org/10.1080/03057640601178782

Prabhu, V.S. (1987). Second language pedagogy. Oxford: Oxford University Press.

Printer, L. (2023). Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom​, Language Teaching Research.

Printer, L. (2021) Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): a self-determination theory perspective, The Language Learning Journal, DOI: 10.1080/09571736.2019.1566397

Wiliam, D., What is assessment for learning?, Studies in Educational Evaluation, Volume 37, Issue 1, 2011, Pages 3-14, ISSN 0191-491X, https://doi.org/10.1016/j.stueduc.2011.03.001.

Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press

Wyatt-Smith, C., & Adie, L. (2021). The development of students’ evaluative expertise: enabling conditions for integrating criteria into pedagogic practice. Journal of Curriculum Studies, 53(4), 399–419. https://doi.org/10.1080/00220272.2019.1624831

Name Role
Ms Cathrina Gaffney Lecturer / Co-Lecturer
Ms Larissa Lamb Lecturer / Co-Lecturer
Print this page
Fill in the following details:
Enter the body of your query here.

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.